000049442 001__ 49442
000049442 005__ 20180122210824.0
000049442 037__ $$a319-2016-9960
000049442 041__ $$aen
000049442 245__ $$aProductivity of Nanobiotechnology Research and Education in U.S. Universities
000049442 260__ $$c2009
000049442 269__ $$a2009
000049442 270__ $$mxiay@missouri.edu$$pXia, Yin
000049442 300__ $$a15
000049442 336__ $$aConference Paper/ Presentation
000049442 490__ $$aSelected Paper 612988
000049442 520__ $$aThe National Science Foundation (NSF) estimates that nanotechnology will become a trillion-dollar industry by 2015 and that 800,000 workers will be needed in this field in the United States. Nanobiotechnology ― the interface of nanotechnology and the life sciences ― is one of the most active and promising application frontiers in nanotechnology. To assess the productivity of basic and applied research and education in this field, I construct a structural model composed of a system of three equations which respectively represent the productions of a university’s scientific publications, patents, and graduate training outputs. The model is estimated using a unique data set on thirty universities that participated in nanobiotechnology during the 1990-2005 period. Ten of them are private universities, ten are public land-grant universities, and ten are public non-land-grant universities.
Universities indeed serve as a principal seedbed for future development of the cutting-edge nanobiotechnology. NSF investment in nanobiotechnology strongly affects the university’s basic science research and graduate education. The university’s research expenditures in life sciences, engineering, and physical sciences contribute to its nanobiotechnology fields. Importantly, there is no evidence that science and graduate training compete strongly with one another. Rather, basic science research and graduate education serve as strong complements to one another, while basic science and applied research, and applied research and graduate education serve as weak complements. On average, public non-land-grant universities are more efficient in applied research. Such characteristics of universities, however, do not significantly affect the universities’ efficiencies in basic research and graduate education in nanobiotechnology. Presence of a nanotechnology research center on campus enhances the university’s basic science research and a formal nanotechnology education program promotes the university’s graduate education.
000049442 542__ $$fLicense granted by Yin Xia (xiay@missouri.edu) on 2009-05-01T10:23:05Z (GMT):
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000049442 650__ $$aProductivity Analysis
000049442 650__ $$aResearch and Development/Tech Change/Emerging Technologies
000049442 6531_ $$ananotechnology
000049442 6531_ $$agraduate education
000049442 6531_ $$auniversity research
000049442 6531_ $$aproductivity
000049442 700__ $$aXia, Yin
000049442 8564_ $$s99652$$uhttp://ageconsearch.umn.edu/record/49442/files/Xia%20AAEA%202009%20Selected%20paper.pdf
000049442 887__ $$ahttp://purl.umn.edu/49442
000049442 909CO $$ooai:ageconsearch.umn.edu:49442$$pGLOBAL_SET
000049442 912__ $$nSubmitted by Yin Xia (xiay@missouri.edu) on 2009-05-01T10:24:06Z
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Previous issue date: 2009
000049442 982__ $$gAgricultural and Applied Economics Association>2009 Annual Meeting, July 26-28, 2009, Milwaukee, Wisconsin
000049442 980__ $$a319